Tour Director Of Air And Sea Travel Center - 866 Words

Henry Ou, Derrick Kwok, the President and the Vice President of Air Sea Travel Center also serves as Tour Director of our company who would plan, organize, and conduct short-distance, long-distance travel, tours, and expeditions for individuals and groups. Mr. Ou and Mr. Kwok have experiences of planning and organizing trips, make sure everything runs according to the itinerary and make sure our valued clients safe and enjoy the trip. To be a successful Tour Director, personal skills and qualities are often more important than formal qualification. In memorable trip, our clients expect not only what they are going to visit, eat, and play, but also the excellent â€Å"people† skills of our Tour Directors who would bring them happiness, surprises, and make sure that arrangements for the group to run as smoothly and enjoyably as possible since the tourism industry is characterized by high-contact services in which co-creation of clients plays a major role (Grissemann Stokburger -Sauer, 2012). Joylyn, Ina, and Phoebe are responsible for organizing and setting up the tour by making reservation for hotels, restaurants, cruises, gate tickets, and more. In most of the time, they would make a reservation earlier and deliver special requests to the service provider from the client in order to have availability to everyone in the group and make our client feel that they are valued because we listen and we care. Tour Consultant is important in our company, because they are the firstShow MoreRelatedThe Hospitality Industry Is A Complex Of Businesses And The Economy1696 Words   |  7 PagesThe hospitality industry today is a complex of businesses and the economy, serving to meet the needs of people who travels. The main components of the hospitality industry are lodging, food service, tourism, meeting and event planning, and the cruise line. The hotel industry is rapidly developing and aims to make a profit. Any tourist or visitor pays for the comfort that it provides, each hotel the company is committed to the highest level of service and comfort. This segment have a wide range ofRead MoreFinal Project Report on Tourism3854 Words   |  16 PagesINTRODUCTION The Travel and Tourism industry is still one of the largest single businesses in world commerce and its importance is widely recognized. The tourism industry is now one of the largest sectors earning foreign exchange. In the face of many benefits, many countries have started assigning due weight age to the tourism industry in their national development agenda. Tourism is an industry that operates on a massively broad scale: it embraces activities ranging from the smallest sea-side hotel;Read MoreAnimals That Serve, Horses, Dolphins And Birds Pigeons3966 Words   |  16 PagesToday in the United States of America, we know freedom unlike other countries. In part this is from the protection we receive from our United States military, today there are several branches protecting us by land, sea and air; from the United States Marine Corp, the US Army, US Navy, US Air Force, and the Coast Guard. Men and women alike put on a uniform and go to work, but unlike a regular 9-5 job the men and women of the US military protect us 24-7. In addition to the men and women of the militaryRead MoreFieldtrip Reaction Paper6461 Words   |  26 Pagesthe Tourist class. At last, were going to Visayas. It was really fun to travel by batch and we had some fun looking around the ship. It was a cold windy night and almost everyone slept late because of excitement (I think so). There were some who slept early because they never want to feel seasickness due to large waves that shakes the ship sideways. I myself havent slept immediately because I am not used to travel by sea. August 24, 2006 Before the docking maneuver, some of us were already preparedRead MoreCruise Ship3513 Words   |  15 Pagespassengers from one point to another, rather than on round trips. Traditionally, an ocean liner for the transoceanic trade will be built to a higher standard than a typical cruise ship, including high freeboard and stronger plating to withstand rough seas and adverse conditions encountered in the open ocean, such as the North Atlantic. Ocean liners also usually have larger capacities for fuel, victuals, and other stores for consumption on long voyages, compared to dedicated cruise ships. Although oftenRead MoreBusiness Plan for a Dive Shop10436 Words   |  42 PagesCover Letter Deep Sea Diving Adventures Sea World Drive, Main Beach Gold Coast, 4217 Australia ABN AMRO Bank Mrs. M Jooste Account Manager Brusselselaan 2 2587 AH The Hague The Netherlands Dear Mrs. Jooste, Deep Sea Diving Adventures Management namely, Thijs van Schijndel, Roger Langmann and Moritz von Kummer as well as the silent partner (former navy diver and co-founder of Underwater Times) would like to follow up on previous conversations and meetings regarding the Deep Sea Diving AdventuresRead MoreAviation Geography7450 Words   |  30 PagesDemand for travel and tourism | | |3.3.1 Trends |19 – 20 | |3.3.2 Reasons |20 - 22 | | | | |3.4 Supply of travel and tourismRead MoreCruise Ship and Island Queen3977 Words   |  16 PagesWEEK 10 CAPTAIN STUART BING – TEAMS A, C D ISLAND CRUISE Introduction In this exercise you will participate in a negotiation about a cruise ship and its rights to visit a tropical island. You will role-play this negotiation as either the director of the cruise ship or the mayor of the island. The issues to be discussed during the negotiation include the number of visits per year that the ship can make, the length of individual visits, and the volume of passengers allowed to disembark fromRead MoreHotel Industry4982 Words   |  20 PagesIndia. HISTORY EVOLUTION The hotel industry that exists today can be traced back to 3000 B.C. where the earliest inns were homes with rooms provided for travelers. Conditions improved in 1700s England when the renaissance sparked the desire to travel. The United States saw its hotel industry created a century later. By this time they had revolutionized many firsts in the industry including private rooms with locks and doors, free soap, a trained staff, and a pitcher of water in each room. IndoorRead MoreSunderban4996 Words   |  20 PagesSundarbans also shares its boundaries with the Sajnekhali Bird Sanctuary. The most unique feature of the Sundarbans is the tigers in the park apt at swimming and are strictly amphibious! The Park is also famous for its conservation of the Ridley Sea Turtles. The other wild animals found in the Sundarbans National Park are estuarine terrapins, Olive Ridley turtles, estuarine crocodiles, Ganges dolphins, water monitors and a wide variety of birds, fish and crustaceans. One of the major tourist attractions

Vacation Destination Colorado Rocky Mountains - 1997 Words

When it comes to traveling, there are many destinations some may think of, either by identifying them by their geographical landscape or famous attractions. They may know of a location from personal experience or their knowledge of well known travel locations.The Colorado Rocky Mountains is respected nationally as a go-to-spot for all sorts of attractions. They have the Garden of the Gods, Cave of the Winds, Estes Park, Royal Gorge, and many more! They are specifically well-known for the nice powder (snow) in the mountains at the skiing resorts. With Hundreds of options of things to do in beautiful Colorado one can t go wrong in making it a vacation destination. The Colorado Rocky Mountains are claimed to be one of the most intriguing and adventurous lands to visit nationally and globally. Primarily, the Rocky mountains are most visited for the skiing resorts, aside from the many other activities and locations to visit. I will persuade the audience what I believe an ideal weekend trip or vacation would be, and the steps and guidelines in making the vacation possible. The locations being covered would be some of the biggest attractions in the Colorado Rocky Mountains: the ski resorts. Some resorts credited with being the best that the Rockys can bring to a particular individual or group of people are: Keystone resort, Aspen, Loveland, Breckenridge, Ski Cooper. Although these are only a few of the locations the Colorado Rockies have to offer there are plenty more, thus IShow MoreRelatedThe Best Vacation Spots576 Words   |  2 PagesThere are many places to go for a vacation. Usually the most popular choices are the soft sandy beaches or the white snowy mountains. Both places offer a ton of exciting activities to do through-out the day and night. In a contrasting perspective the beach offers a variety of amenities that the mountains do not and vice versa. 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Nail Patella Syndrome free essay sample

1. Explain what must happen in order for Greg and Susan to have a child with O type blood and nail-patella syndrome. Greg needs to pass down his chromosome 9 which carry the alleles, n and i. Susan also has the n and I alleles on chromosome 9. If both these alleles from both parents are passed down, it will create the allele Nnii which produced the blood type O and nail patella syndrome. 2. Determine all possible parental and recombinant gametes produced by Greg and Susan. Greg’s parental gametes are NI^ and ni; Greg’s recombinant gametes are nI^A and Ni Susan’s parental gametes are nI^B and Ni; Susan’s recombinant gametes are NI^B and ni 3. Determine the frequency of each type of gamete.** From the case study, we see that the dominant nail- patella trait resides on chromosome and is 10 recombination map units from the I gene. Knowing this information you need to divide 10 by 2 which produces 5. We will write a custom essay sample on Nail Patella Syndrome or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This means that the frequency of recombinant gametes is 5%. To find the parental gametes I took 100 and subtracted 10. Making 90 which is then divided by two (for two parental gametes). This produces 45 which means that both Susan and Greg’s frequency of parental gametes are 45%. 4. Determine the probability of Greg and Susan having a child with nail-patella syndrome and O type blood.** From the four outcomes: NI^AnI^B, ninI^B, NI^ANi, niNi we come to the conclusion that there is only a 25% chance that Greg and Susan will have a child with nail-patella syndrome and O blood type. We know this because niNI is the only outcome that shows a child with both items. 5. Identify one other condition associated with chromosome 9 and give a brief explanation of it. Another condition associated with chromosome 9 is 9q22.3 microdeletion. This disorder causes seizures occasionally, intellectual disability, physical abnormalities, and delayed development, especially a delay in motor skills (sitting, standing, walking) in individuals. In many the people, the delays are temporary improve and improve as one gets older. This disorder is caused from a deletion of a small piece of chromosome, the q22.3 region (containing at least 270 genes). The affected individual can also have an increased chance of developing tumors and cancer. Source: http://ghr.nlm.nih.gov/condition/9q223-microdeletion

Micro Analysis of Ezekiel 2517 Scene from Pulp Fiction Essay Example

Micro Analysis of Ezekiel 25:17 Scene from Pulp Fiction Paper The Ezekiel s\25:17 scene of pulp fiction, starting with Marvin opening the door and ending with Brett being shot, contains many important cinematic techniques in order to create the directors desired effect. Quentin attentions intentions for this scene is to create a lot of tension by constantly building it up using a variety of techniques. He also mixed humour with the violent gangster behaviour to create black comedy feel to the film. The scene begins with Jules and Vincent, the hit men, entering Bretts apartment. It is immediately identifiable from the mise en scene who the important characters are. Jules and Vincent are dressed in black suits which not only shows that they are important men but also the black colour of their clothing symbolises death, which is essentially what they are to the occupants of the apartment compared to the young mens more casual shorts and t-shirt and lighter coloured clothing, a dichotomy is created showing the difference between the two sets of characters. The first thing that Jules says as he walks in is hey kids and followed how you boys doin?. his shows that the gangster know that they are superior to them as he continues to refer to them in this throughout the scene this friendly way of speaking also adds to the tension being gradually built up through Jules change in attitude from charming man to killer. Jules greets the young men politely, introduces himself and offers a hand to be shaken he remains cool through the scene which the audience into anticipating him to abrupt, which of course does happen when he shoots flock of seagulls in the face and throws the table across the room. We will write a custom essay sample on Micro Analysis of Ezekiel 25:17 Scene from Pulp Fiction specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Micro Analysis of Ezekiel 25:17 Scene from Pulp Fiction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Micro Analysis of Ezekiel 25:17 Scene from Pulp Fiction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Jules change in attitude is accentuated by his wise non-blinking eyes and raised voice. Jules behaviour is countered by Vincents less civil manner. He says when walking in and lights up a cigarette without consent. He also hands in the background as a threat lurking behind Brett to make him feel uneasy and also because he is only interested in getting hat they came for and shooting the target. This plays with a good cop/bad idea between the two gangster which is typically used in police interrogations in order to intimidate the suspect. With Vincent standing in the background and Jules in the foreground, they have created a trap with Brett stuck in the middle. The gangster are in a position of power as they are standing above Brett who is seated. This idea is reinforced as Jules gestures for Brett to sit back down when he attempts to stand. he way this scene in the film is edited is different to that of the previous scene here the shots are shorter apposed to the lengthy steadicam shots on the approach to the apartment this changes the rhythm of the film which adds to the building up of tension and also suggests to the audience that a scene of violence will erupt building up of tension and suggests to the audience that a scene of violence will erupt at the end editing also helps create the desired effect when Jules takes Bretts sprite. There is one continuous shot of Jules drinking the entire cup full which is contrasted to the fast paced shots of the rest of the scene. The audience expects a cut away to Brett, which they dont get; this makes the shot relatively humours because of Jules impertinence of finishing all of the drink and also the lack of edit brings tension even more, the humour used in this is subtle so that it doesnt affect the tension being built up. When Jules shoots flock of seagulls in the head to interrupt Brett there is an element of comedy in it but not so much that it fails to shock the audience. There is also something funny about Jules threatening to shoot Brett is he says what again. This is a good example of the use of black comedy because the audience finds a scene funny which involves a gun being pointed in somebodys face. There are also small ironic points that can be seen as comical. Jules mentions that technically he is a vegetarian which seems ironic when he shoots two men dead. Quentin Tarantino likes to put clear aspects in his films that can create discussion in the media. The most dominant of these aspects in this film is the briefcase. Because you never see what is in the case, it immediately establishes curious ad intrigue because they expect the contents to be revealed at some point in the film, there the audience will be very interested in which the film in its entirety this is knows as a Mcguffin, something that the audience deem to be important but is actually nothing at all however, it could be said that the contents of the case is more sinister than expected, it is said that the contents of the case is the soul of Marsellus Wallace, the gangster due to a plaster on the back of his neck this could then make it a important aspect of the film in terms of symbolism, when the case is opening, the combination is 666, suggesting evil and the devil and a bright light is emitted from the case this light can be seen when the shots of Jules and Vincent are edited together which brings back the symbolism of evil. Tarantino manages to successfully establish the relationships between the character in this scene through th e use of effective camera techniques. When Jules and Vincent walk into the apartment at the beginning of the scene, there is a two shot of the two characters, this two two shot has both characters in and establishes a closeness or bond between the two, however in the interrogations shots involved Jules and Brett the camera switches between each of the characters so that they have there own frame, this is intended to suggest that the characters are opposed to each other and that there is a dispute The sound used in this scene is minimal as the scene relies predominately of dialogue to create the directors desired effect. There is no music as that would story the ever-growing tensions created by the mind games Jules plays on Brett. The sound of the fun changes the feeling of the scene as it is a sudden loud and unexpected noise that interrupts the calm conversation. The gun is the turning point in this scene as it begins the alteration in Jules behaviour towards Brett. The sound of loud gunshots also ends the scene and could e called the climax that Jules tensions developing mind had been building up to. The acting in this is scene is of course vital inc eating the right atmosphere as most of Tarantinos film are supported by the well written dialogue, the lines need to be delivered to a high standard, each characters in this scene is displaying different emotions an reactions to the situation. Brett (Frank Whiley) is clearly uneasy about the gun mens presence and so stutters when he speaks and shifts in his chair. He also shows that he is uncomfortable about Vincent lingering behind him by turning his head and also tries to stand in order to manoeuvre himself away from the hes encased in. Vincent (John Travolta) remains relatively unemotional through the whole scene. This shows that is he uninterested in toying with his prey and hovers in the background pacing in circles, reminiscent of a vulture. He is also shown preparing his gun when he feels Jules is nearly ready for the kill which also leads you to believe just wants to get it over with. Marvin, (Phil Lamar) the inside man also clearly doesnt really want to be a part of the situation. He is standing as far away as he can in the corner close to the exit, Jules also cuts him off he tries to hurry the situation along by telling where the case is hidden and Marvin shows that he is intimidated by the gangster Jules (Samuel L Jackson) plays it fairly cool at the beginning of the scene and then gets more violent towards the end. Throughout the whole scene he still looks intimidating as that is still the intentions for that scene. I believe Tarantino was successful in creating he tension in this scene the variety of techniques previously mentioned, his film aiming style is celery identifiable I this scene and has established this scene as a classic, well known and quoted scene in cinema.

Relationship of the United States and Japan

Relationship of the United States and Japan The earliest contact between both countries was through merchants and explorers. Later in the mid-1800s several representatives from the U.S. traveled to Japan in order to negotiate trade agreements, including Commodore Matthew Perry in 1852 who negotiated the first trade treaty and the Convention of Kanagawa. Likewise, a Japanese delegation came to the U.S. in 1860 in hopes of strengthening diplomatic and trade relations between both countries. World War II World War II saw the countries pitted against each other after the Japanese bombed the American naval base at  Pearl Harbor, Hawaii, in 1941. The war ended in 1945 after Japan suffered tremendous causalities from the atomic bombing of Hiroshima and Nagasaki and the firebombing of Tokyo. Korean War Both China and the US got involved in the Korean War in support of the North and the South respectively. This was the only time when soldiers from both countries actually fought as the U.S./U.N. forces battled Chinese soldiers upon Chinas official entrance in the war to counter American involvement. Surrender On August 14, 1945, Japan surrendered leading to an occupation by the victorious Allied forces. Upon gaining control of Japan, U.S. President Harry Truman appointed General Douglas MacArthur as Supreme Commander of the Allied Powers in Japan. The Allied forces worked on the reconstruction of Japan, as well as consolidating political legitimacy by publicly standing on the side of Emperor Hirohito. This allowed MacArthur to work within the political system. By the end of 1945, approximately 350,000 U.S. servicemen were in Japan working on a wide variety of projects. Post War Transformation Under Allied control, Japan undertook a remarkable transformation characterized by the new constitution of Japan which emphasized democratic principles, educational and economic reform, and demilitarization which was embedded in the new Japanese constitution. As the reforms took place MacArthur gradually shifted political control over to the Japanese culminating in the 1952 Treaty of San Francisco which officially ended the occupation. This framework was the beginning of a close relationship between both countries that lasts until this day. Close Cooperation The period after the San Francisco treaty has been characterized by close cooperation between both countries, with 47,000 US military servicemen remaining in Japan by invitation of the Japanese government. Economic cooperation has also been playing a large role in the relationship with the US providing Japan with significant amounts of aid in the post-war periods as Japan became an ally in the Cold War. The partnership has resulted in the reemergence of the Japanese economy which remains one of the strongest economies in the region.

Catalysis Definition in Chemistry

Catalysis Definition in Chemistry Catalysis is defined as increasing the rate of a chemical reaction by introducing a catalyst. A catalyst, in turn, is a substance that is not consumed by the chemical reaction, but acts to lower its activation energy. In other words, a catalyst is both a reactant and product of a chemical reaction. Typically, only a very small quantity of catalyst is required in order to catalyze a reaction. The SI unit for catalysis is the katal. This is a derived unit which is moles per second. When enzymes catalyze a reaction, the preferred unit is the enzyme unit. The effectiveness of a catalyst may be expressed using the turnover number (TON) or turnover frequency (TOF), which is TON per unit time. Catalysis is a vital process in the chemical industry. It is estimated that 90% of commercially-produced chemicals are synthesized via catalytic process. Sometimes the term catalysis is used to refer to a reaction in which a substance is consumed (e.g., base-catalyzed ester hydrolysis). According to the IUPAC, this is an incorrect usage of the term. In this situation, the substance added to the reaction should be called an activator rather than a catalyst. Key Takeaways: What Is Catalysis? Catalysis is the process of increasing the rate of a chemical reaction by adding a catalyst to it.The catalyst is both a reactant and product in the reaction, so it is not consumed.Catalysis works by lowing the activation energy of the reaction, making it more thermodynamically favorable.Catalysis is important! About 90% of commercial chemicals are prepared using catalysts. How Catalysis Works A catalyst offers a different transition state for a chemical reaction, with a lower activation energy. Collisions between reactant molecules are more likely to achieve the energy required to form products than without the presence of the catalyst. In some cases, one effect of catalysis is to lower the temperature at which a reaction will process. Catalysis does not change chemical equilibrium because it affects both the forward and reverse rate of reaction. It does not change the equilibrium constant. Similarly, the theoretical yield of a reaction is not affected. Examples of Catalysts A wide variety of chemicals may be used as catalysts. For chemical reactions that involve water, such as hydrolysis and dehydration, the proton acids are commonly used. Solids used as catalysts include zeolites, alumina, graphitic carbon, and nanoparticles. Transition metals (e.g., nickel) are most often used to catalyze redox reactions. Organic synthesis reactions may be catalyzed using noble metals or late transition metals, such as platinum, gold, palladium, iridium, ruthenium, or rhodium. Types of Catalysts The two main categories of catalysts are heterogeneous catalysts and homogeneous catalysts. Enzymes or biocatalysts may be viewed as a separate group or as belonging to one of the two main groups. Heterogeneous catalysts are those which exist in a different phase from the reaction being catalyzed. For example, solid catalysts the catalyze a reaction in a mixture of liquids and/or gases are heterogeneous catalysts. Surface area is critical to the functioning of this type of catalyst. Homogeneous catalysts exist in the same phase as the reactants in the chemical reaction. Organometallic catalysts are one type of homogeneous catalyst. Enzymes are protein-based catalysts. They are one type of biocatalyst. Soluble enzymes are homogeneous catalysts, while membrane-bound enzymes are heterogeneous catalysts. Biocatalysis is used for commercial synthesis of acrylamide and high-fructose corn syrup. Related Terms Precatalysts are substances that convert to become catalysts during a chemical reaction. There may be an induction period while the precatalysts are activated to become catalysts. Co-catalysts and promoters are names given to chemical species that aid catalytic activity. When these substances are used, the process is termed cooperative catalysis. Sources IUPAC (1997). Compendium of Chemical Terminology (2nd ed.) (the Gold Book). doi:10.1351/goldbook.C00876Knà ¶zinger, Helmut and Kochloefl, Karl (2002). Heterogeneous Catalysis and Solid Catalysts in Ullmanns Encyclopedia of Industrial Chemistry. Wiley-VCH, Weinheim. doi:10.1002/14356007.a05_313Laidler, K.J. and Meiser, J.H. (1982). Physical Chemistry. Benjamin/Cummings. ISBN 0-618-12341-5.Masel, Richard I. (2001). Chemical Kinetics and Catalysis. Wiley-Interscience, New York. ISBN 0-471-24197-0.Matthiesen J, Wendt S, Hansen JØ, Madsen GK, Lira E, Galliker P, Vestergaard EK, Schaub R, Laegsgaard E, Hammer B, Besenbacher F (2009). Observation of All the Intermediate Steps of a Chemical Reaction on an Oxide Surface by Scanning Tunneling Microscopy.. ACS Nano. 3 (3): 517–26.  doi:10.1021/nn8008245

Del inc Research Paper Example | Topics and Well Written Essays - 1750 words

Del inc - Research Paper Example Conclusion 8 12. References 9 Graph 1 1 table 1 6 1.1 Introduction Dell Inc. is a United States based multinational firm that manufactures and develops computers and its associated products and services. It is the fastest growing computer companies in the world. Its growth strategy includes both acquisitions and increases its customers. Its most prominent mergers have been with Alienware and Perot Systems. Dell is known for its supply chain management and online sales where it focused on â€Å"configure to order† strategy where every product was customized (Fuller, 2012). It initially worked but as the demand became global the strategy was just too hard to keep up. Customers became smarter and wanted to use the products before buying which weakened Dell’s online selling strategy (Eden, 2012). Graph 1. Dell’s market share in U.S. and Worldwide (in Q1 2009) compared to other top PC makers http://www.casestudyinc.com/dell-supply-chain-case-study According to Atikan (2012), from 1997-2004 was an era of growth for the firm where the firm got a number one position for customer services and reliance. In 2002 the firm expanded its product portfolio to include televisions and printers etc. it also acquired Converge Net Technologies. In 2004, with the change in management, Dell’s ties with Microsoft and Intel deteriorated and in 2005 Dell lost 25% of its shares. With the market now stretching across the globe, Dell could not maintain its customer services nor manufacture customized products. Moreover, the prices per product production reduced cutting down on Dell’s profits. Adding to it Dell spent less on its R&D, which retarded its future growth prospects. The firm undertook many acquisitions as an attempt to rise again with its latest acquisition in September 2012 of Quest Software. Today it has gained strength by transforming into an IT solution provider and is successful in the Virtual Era (Fuller, 2012). 2 Application of OM in Dell ’s workplace Operational management is primarily how Dell manages its quality, supply chain, maintenance, global locations and human resources. 2.1 Quality Dell was always known for its quality products however, as the market expanded globally, the firm had increasing difficulty to produce customised products and thus quality also suffered leading to complaining customers and a slow customer care. Every market has a different requirement and to cater to that it became difficult for the firm. This was also adding to the cost where Dells products were marked higher than the market price (Chen and Press, 2012). 2.2 Supply chain at Dell The firm has stringent legal frames that it follows and ensures that its suppliers follow that too. Maintaining that has enabled Dell to reached the global markets as the quality is maintained and at the same time the suppliers realise the standards they need to maintain if they intend to work with Dell. 2.3 Maintenance management Dell trains and develops its employees continuously and has highly skilled employees because the products are customised and thus require specific skills to follow this strategy. As per Atikan (2012), Dell aims to converge its technology that will simplify operation and make performance better simultaneously reducing operational costs. Dell claims to have a holistic approach that helps its customers with managing their virtual and physical IT needs thereby achieving their objectives. 2.4 Global management Dell’

SQL database paper Essay Example | Topics and Well Written Essays - 750 words

SQL database paper - Essay Example The customerID field is a unique area because each customer will have their unique customerID thus the reason for its use as the primary key. The newly introduced tables allow us to have several booked tours associated with a customer thus increasing the flexibility of the system. It also reduces the storage space required. The tour1NF tables are added to allow customers to make several orders (â€Å"Informix Guide†, 1998). A table that keeps tours sold and tour customer data, holds, address, customer name, city, zip code state, tour(s) selected, total amount paid and the number of persons in the tour. Therefore, the structure will be able to show the customer in case he/she books more than once. Data modelling refers the process of examining data-oriented structures, in that you single out entity types into which attributes are assigned to. The conceptual model can be used to represent the data above. To make the table2NF compliant we introduce the customerID field as the primary key of the customer table and the foreign key of the newly created table in 1NF tours selected table. This makes the table 2NF compliant. Using the salesperson table that was described earlier the most appropriate trigger would be a Data Modelling Language (DML) trigger. The trigger is initiated every moment the salesperson sales a tour. In the new data model the customer information is subsidiary to sales information, the trigger is identified as â€Å"for each statement type† and is an additional data set for the salesperson each time the tour booking triggers the event. Using the salesperson table described the appropriate trigger would be a Data Manipulation Language (DML) trigger and would be initiated each time a tour operator sells a new tour. Under the new structure in which the client information is subordinate to sales information, this trigger would be identified as â€Å"for each statement type† and would add data set for the

Post-Traumatic Stress Disorder symptoms Essay Example for Free

Post-Traumatic Stress Disorder symptoms Essay I. Importance of Study Found in the Journal of Advanced Nursing, a group of Norwegian psychologists conducted an observational longitudinal study to discover whether or not there is a relationship because Health Related Quality of Life (HRQoL), and Post-Traumatic Stress Disorder symptoms (PTSD). Mette Senneseth, Kjersti Alsaker Gerd Karin Natvig, conducted this study. According to the journal, the aim of the study was to examine HRQoL and PTSD symptoms in the people that attend Accident and Emergency departments (AE), due to the fact that they suffer from some type of psychosocial crisis (Alasker et al. 2011, 403). Hereafter, this is referred to as Research 1. The study done in Research 1 revealed that there has been an interest in researching one’s quality of life, and how it correlates with one’s health. The term HRQoL refers to the â€Å"effects of health, illness and treatment on QoL† (Alasker et al. 2011, 403). There have been a number of studies that suggest that traumatic life events, including, but not limited to, sexual assault and military combat, have a negative effect on HRQoL. Additionally, poor HRQoL is not only associated with PTSD symptoms, but they are related to differences and modification in HRQoL, and there is a negative correlation between the two (Alasker et al. 2011, 403). The researchers hypothesized that people who seek help at AE, suffering from such psychosocial calamites, have lower HRQoL than the general population of Norway at the time of the study, and that the participants will have improved HRQoL after two months (Alasker et al . 2011, 403). In addition, a second hypothesis predicts that participants who have high levels of PTSD symptoms at the time of the study will have reduced symptoms after the conclusion of the study at two months. Lastly, the third hypothesis wraps the study up by predicating that high levels of PTSD symptoms are associated to low HRQoL scores in a follow-up experiment (Alasker et al., 2011, 403). Found in the Cyber-psychology, Behavior and Social Networking Journal, a group of researchers conducted a study to compare the effects of VR-graded exposure therapy (VR-GET) versus treatment as usual (TAU) on people suffering from combat related PTSD (McLay et al. 2011, 223). Robert Mclay, Dennis Wood, Jennifer Webb-Murphy, James Spira, Mark Miederholf, Jeffery Pyne and Brenda  Wiederhold conducted this study. Hereafter, this is referred to as Research 2. The doctors responsible for conducting this study found that there has only been one â€Å"randomized, controlled proof-of-concept† study that was specifically designed for Active Duty Service Members suffering from PTSD (McLay et al. 2011, 223). Also, the doctors wanted to extend the â€Å"already found research gathered† from victi ms of PTSD, and take the study one step further. The researchers of Research 2 hypothesized that â€Å"patients with combat-related PTSD would be more likely to experience clinically significant improvements in VR-GET than treatment as usual† (McLay et al. 2011, 224). VR-GET is a virtual reality stimulation that combines graded virtual reality exposure with â€Å"physiologic monitoring and skills training† (McLay et al. 2011, 224). Also, VR-GET promotes engagement with, rather than escaping the events and experiences that prompt a traumatic episode. II. METHODS In regards to Research 1, the participants in the study had to meet three criteria before they were able to participate. During the recruitment period, the researchers found participants who were attending the AE due to a â€Å"psychosocial crisis and who consulted a psychiatric nurse,† were 18 years of age or older, and those who were able to both read and understand Norwegian (Alasker et al. 2011, 404). A total of 113 were asked to participate in the study. Of those 113 people selected, 99 of the people participated in the baseline study, and 41 participated in both the baseline study, and the follow-up study. Aforementioned, this was an observational longitudinal study, where participants were observed repeatedly over a long period of time. There were two types of instruments that were used for the research in Research 1. The first instrument that was used was a SF-36 Health Survey, which is a â€Å"36 item self-report questionnaire that assesses eight domains of physical and MH ranging from 1-100† (Alasker et al. 2011, 404). In this survey, the higher score reveals the best HRQoL, and the lower score reveals the poorest HRQoL (Alasker et al. 2011, 404). The second instrument that was used for this study was the Post-traumatic Symptom Scale (PTSS-10), which is a ten item self-report questionnaire that â€Å"assesses the presence  and intensity of symptoms† (Alasker et al. 2011, 404). On the PTSS-10, scores range from 10 to 70, and a score of 35 or greater results in a PTSD diagnosis (Alasker et al. 2011, 404). In addition to the two questionnaires, participants were encouraged to go to consolations at the AE. The number of consultations that each participant attended varies throughout the study. In regards to Research 2, â€Å"participants for the study were all Active Duty Service Members who had been diagnosed by a military mental health professional as having PTSD† related to military combat (McLay et al. 2011, 224). At the end of the baseline assessment, those who were qualified to participate in he study were asked to draw a piece of paper out of an envelop, making the selection of treatment completely random, and giving the participants an equal chance of choosing either treatment. There were a total of twenty people that participated in this study; ten assigned to the VR-GET and another ten assigned to TAU (McLay et al. 2011, 225). The two methods of Research 2 consisted of the VR-GET and the TAU. The participants that were assigned for the VR-GET had a sequence of sessions that consisted of different activities. First, the therapist would meet with the participant and discuss their trauma history. In the second session, participants were asked to reveal their more traumatic stories of their military combat and tours. In later sessions, the participant used the virtual reality helmet to relive their most traumatic events, based off of the information that was gathered about them in the earlier sessions. In each session, the participants were observed on their ability to face their fears and anxieties (McLay et al. 2011, 225). â€Å"Participants assigned to TAU could receive any of the regular services available to them at the NMCSD and NHCP. These two facilities offer full spectrum of PTSD treatment, including, but not limited to, cognitive processing therapy, prolonged exposure, and group therapy† (McLa y et al. 2011, 225). III. ANALYSIS/RESULTS Analysis The researchers for Research 1 used the two self-report questionnaires to gather their data. In addition, the researchers processed the data using  statistical analysis with the help of SPSS16 Processor for Windows (Oslo, Norway). The researcher for this study wants to compare the results of the two surveys with the general population of Norway, and to succeed with that, they used SF-36 data through the Norwegian Coordinated Living Conditions Survey from 2002, consisting of 5131 people (Alasker et al. 2011, 405). In Research 2, it was found that participants in the baseline study had lower norm-based scores in all eight HRQoL domains in comparison to the general population of Norway. In the follow-up study, two months later, the â€Å"participants still had lower norm-based scores than the general population of Norway, but participants had improved their HRQoL in five of the eight domains from the baseline study to the follow-up study† (Alasker et al. 2011, 406). In regard to the PTSS-10 questionnaire in Research 1, among the participants in the baseline study, 79% of them had a PTSS-10 score that was 35, expressing high levels of PTSD symptoms (Alasker et al. 2011, 406). At the follow-up, â€Å"59% of the participants had a PTSS-10 score that was 35, which shows high levels of PTSD symptoms, which can indicate a risk of developing PTSD† (Alasker et al. 2011, 406). The researchers for Research 2 aimed to identify which of the VR-GET or TAU would yield a greater percentage of participants with a â€Å"clinically meaningful reduction in PTSD† (McLay et al. 2011, 225). The researcher succeeded in deepening their research by investigating the â€Å"difference in CAPS scores at an initial assessment and then at the post-treatment assessment in VR-GET versus TAU† (McLay et al. 2011, 226). The CAPS is a â€Å"rating scale for PTSD that corresponds with the 17 symptoms of PTSD† (McLay et al. 2011, 226). Participants were classified according to whether or not they had a 30% of larger reduction of their PTSD based on the results of their CAPS. ii. Analysis Results Taking a look at Research 1, and the question concerning whether or not there is a link between PTSD symptoms and HRQoL, researchers looked at the differences in SF-36 scores between PTSS-10 subgroups in a follow-up study (Alasker et al. 2011, 406). â€Å"The PTSS-10 high scoring and low scoring subgroups at the 2-month follow-up differed in all eight of the HRQoL domains in the follow up study† (Alasker et al. 2011, 406). In addition, the PTSS-10 low scoring participants had improved HRQoL in six out of the eight domains (Alasker et al. 2011, 407). In regards to Research 2, all ten of the participants assigned to the VR-GET were assessed with the CAPS at the post-assessment. Seven out of the ten participants showed an improvement of 30% or more on the CAPS. On the other hand, out of the ten participants that were assigned to the TAU, one did not complete a CAPS assessment. Nevertheless, one out of the nine returning participants receiving the TAU revealed more than a 30% improvements on the CAPS (McLay et al. 2011, 226). â€Å"There was no significant difference between VR-GET and TAU average CAPS scores both before and after the treatments, but there was indeed a significant difference in the average CAPS score over the course of the entire treatment† (McLay et al. 2011, 226). IV. DISCUSSION Results Summary Concerning Research 1’s first hypothesis, participants of the study reported lower HRQoL compared to the general population of Norway in all eight HRQoL domains (Alasker et al. 2011, 408). In regards to the second hypothesis, participants in Research 1 reported high levels of PTSD symptoms at the time of the baseline experiment. Furthermore, PTSS-10 scores did improve from the time of the baseline experiment to the follow-up. The results show that PTSD symptoms decrease for people suffering from a psychosocial crisis in the 2 months after attending the AE (Alasker et al. 2011, 408). Lastly, concerning the questions if there is a link between the level of PTSD symptoms and HRQoL in the follow-up study, the researchers found that a â€Å"high level of PTSD symptoms after a two month period were linked to lower HRQoL† (Alasker et al. 2011, 408). Results for Research 2 Strengths and Weaknesses In regards to Research 1, there are many strengths and lurking variables that should be pointed out. One strength of the study was that they  progress of the study was completely up to the participant. The participant had the option as to how may consultations they wanted to attend, and the varied decisions led to different results. Another strength of the study was that they used instruments that were both appropriate to the study, and reliable. On the contrary, there were several confounding variables in Research 1 that must be acknowledged. First, there is no evidence that anyone in this trial was on any sort of anti-depressant or medication that would affect his or her scores on the SF-36 and the PTSS-10. Also, there are so many different traumatic events that would cause someone to show symptoms of PTSD. The study should limit its participants to those who experienced similar types of trauma. As for Research 2, there were also strengths and weaknesses to the study. As for its strengths, the doctors did a good job through their selections process to select a small group of people who were highly qualified for this study. Also, the exam that was used to measure the severity of the participants PTSD was based off of seventeen symptoms of PTSD, whereas the instrument used in Research 1 (PTSS-10) only focused on ten symptoms of PTSD. Lastly, the ten-week span of the study was appropriate in yielding results. Just like any other study, there are confounding variables that need to be identified for Research 2. Although the goal was to get the participants in for a reassessment at the conclusion of the study (ten weeks), reassessment for some did not occur until as far as 36 weeks. With that being said, participants have plenty of time to have a relapse, or more time in combat that can result in more severe PTSD. iii. Future Directions The researchers of Research 1 suggest that a â€Å"randomized control trial with a control group is needed to investigate the effect of the psychosocial interactions that are given to this group† (Alasker et al. 2011, 407). In addition, they suggest that it is crucial to get more, information about the long term effects of acute crisis intervention on PTSD symptoms and HRQoL â€Å"given by psychiatric nurses to participants† (Alasker et al. 2011, 410). The researchers of Research 2 also have some suggestions for further directions of this research. It was stated that other studies on the topic  of virtual reality therapy on PTSD victims, improvements in symptoms aren’t visible until sometimes three months after treatment. For future studies there needs to be a longer wait time for the follow-ups so that there can be the most accurate results. In addition, the journal states that careful monitoring of the participants is also something that needs to be done more thorough in the future because a participants overall health, aside from PTSD, must be taken into consideration when the researchers are making observations and conclusions about the participants (McLay et al. 2011, 226). Works Cited Mette Senneseth, Kjersti Alsaker, Gerd Karin Natvig. (2011). Health-related Quality of Life and Post-Traumatic Stress Disorder Symptoms in Accident and Emergency Attenders Suffering From Psychosocial Crises: a Longitudinal Study, Journal of Advanced Nursing 68(2), 402-414. Retrieved from http://web.ebscohost.com.rocky.iona.edu:2048/ehost/pdfviewer/pdfviewer?sid=6c7164f6-d4f6-4ce6-8a46-f1ad579caf63%40sessionmgr15vid=5hid=24 Robert N. Mclay, Dennis P. Wood, Jennifer A. Webb-Murphy, James L. Spira, Mark D. Wiederhold, Jeffery M. Pyne, Brenda K. Wiederhold. (2011). A Randomized, Control Trial of Virtual Reality-Graded Exposure Therapy for Post-Traumatic Stress Disorder in Active Duty Service Members with Combat-Related Post-Traumatic Stress Disorder. Cyberpsychology, Behavior, and Social Networking Volume 14, Issue 4. Retrieved from http://web.ebscohost.com.rocky.iona.edu:2048/ehost/pdfviewer/pdfviewer?sid=61603dcf-c639-423e-8f1e-365db0b36d61%40sessionmgr13vid=4hid=24

Pythia Peays Soul Searching Essay -- Pythia Peay Soul Searching

Pythia Peay's Soul Searching Most people are identified by where they are from and what type of background they are accustomed to. In the short story, â€Å"Soul Searching,† by Pythia Peay, the topic discussed relates to the city a person lives in and how it eventually becomes a part of their soul. Many rhetorical appeals are displayed throughout the article, and these methods are successful in expressing to the reader how much a city can become a part of an individual. Peay decides to use her home town of Washington, D.C. to demonstrate her argument of identifying with one’s home. For any article it is important to identify the rhetorical triangle, and get the background information to further the understanding of a subject. The first piece of the rhetorical triangle is the author. Pythia Peay is a writer mostly known for her works in the fields of spirituality and psychology. Her writings tend to focus on specific areas such as â€Å"the soul of the city, the messages in our nightly dreams, the spiritual passage of death, the sacred bonds of friendship, and the wisdom of ancient myths† (duplain.com). She has been a columnist for over twenty years and has numerous articles published in â€Å"Utne Reader, George, New Age Journal, New Woman, Publisher's Weekly, and Beliefnet.com† (www.duplain.com). Some of her well-known newspaper pieces include her comments on â€Å"reincarnation, dreams, healing, and other spiritual topics† (duplain.com). Peay’s credibility in this subject is valid by observing her previous record. Along wit h checking the credibility of an author, a certain audience is always trying to be reached in any piece of writing. â€Å"Soul Searching,† is geared towards any U.S. citizen that lives in a metropolis. Although th... ...icle states â€Å"†¦she receives regular doses of inspiration from the Georgetown Flea Market and the Potomac River† (Peay 3). Because she observes these specific areas, she knows Washington, D.C. and is valid in describing her home town. Each rhetorical appeal enhances the Pythia Peay’s point of view and enhances the information trying to get across. Lastly, Pythia Peay establishes her opinion of home is where the heart is by the format used. Deciding to break up the essay into six sections is effective in making it easier to read. The landscape, history, influential people, heart of a town, wounds of a city, and where individuals come together are all detailed descriptions of a city, and describes the topic of her writing. Peay’s method of writing is easy to follow and conveys her points very well inviting the reader to think the same way about their hometown.

Frog Atlas

MACROSCOPIC ANATOMY r——– Snout – – – – – External naris Brows pot Upper eyelid Nictitating membrane ~)f~~~~=:::::::::::::=;E;::: Lower eyelid †¢ Digits of Fingers .. J. —â€Å"‘1~-:S:r– Tympanic membrane Carpus or wrist †¦Ã¢â‚¬ ¦.. ,~†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ~'l. ldOr— Forearm Upper arm r – – – – – – Median dorsal line . . . – – – – – – Hump (~ fl Cf TID~~ ~N. ir——– Anus WJirfi1il m i T – – – – Thigh ~l-~b~l,~lu,'1: ‘v~Arftb~t. n4 C q ~  ·, -A IV† ID ,- G t>h~ ·LW  ·Ã¢â‚¬ ¢ (M()n:Wq . Olrcl-tv-  ·. A l-y-r; F ctf,,,b ·Ã‚ · Ru'idc r – – – – Shank G(Jil'S.  ·. 91 t1 C ~pt. d :~ ‘. v lll,. g~. rt ,W). tJf!. †¦ ~. ~~ oF. ~::— Prehallux – ! â€Å"V,A(lu:il:l ~ f cJi:h~.! :,;:::>– Dig its of toes J Web –  · Tarsus or ankle _ . ,.. :† M ·)v EXTERNAL ANATOMY OF THE FROG ~——–Darkly are~ pigmented of the skin SwoJ. _J.. en thumb A MALE FROG Ventral view Diffused skin pigmentation †¢-~~–Thumb not swollen A FEMALE FROG Ventral view Met atarsals Astragalus]Tarsals Calcaneum Ischium SKELETAL SYSTEM Dorsal View Transverse process Neural spine Postzygapophysis 2nd to 8th vertebrae (Typical vertebrae) Sacral vertebra 9th vertebra) VERTEBRAL COLUMN Dorsal view ISOLATED VERTEBRAE Neural spine Neural arch Postzygapophysis Neural canal Concavity for articulation with occipital condyle Centrun ATLAS Antero-dorsal view .——–Neural spine ~—–Postzygapophysis Transverse process ~~~~——-Prezygapophysis †¦.. __ _ _ Neural canal ~~——-Centrum TYPICAL VETEBRA Antero-dorsal view centrum SACRAL VERTEBRA Postern-dorsal view Neural canal of the lOth Concavities for articulation lvi th sacral vertebra UROSTYLE Antero-latera! view Exoccipital Occipital condyle SKULL Dorsal view ~————Premaxillae orbit SKULL Ventral view LOWER JAW Dorsal view Anterior cornu Alary process Body Posterior cor-nu Thyroid process HYOID APPARATUS Ventral view ———————- Episternum Clavicle Omosternum Scapula Suprascapula Glenoid fossa. r——-. ::.. ::: PECTORAL GIRDLE Dorsal view Fenestra coracoid Epicoracoid Mesosternum Xiphistermn PELVIC GIRDLE, 1/2 (INNOMINATE BONE) Lateral view Head Deltoid ridge/'~ · Condyle Radio-ulna Longitudinal groove Centrale Ordinary carpals Metacarpals Radiale Ulnare -â€Å"†Ã¢â‚¬ Ã¢â‚¬Ëœo'! ;I'J !l:i(tl. =- Phalanges FOREUMB, R1ght Lataral Vtt1111 Tibio-fibula ~- Calcaneum or fib111are Astragalus or tibiale ~–~-AA~.. ,. ,'Hf– Ordinary tarsals Calcar Metatarsals ‘~~~~~~Phalanges HINDLIMB, RIGHT Ventral view ~~~——~-rr—–Temporalis ~~:. ——nm-;. ;y— Depressor mandibula ~~~~~~~~~~~~= =Dorsal1s scapula ~ ~rj;;,r–Cucullaris ~~~? // IH/IJ/II~r-†¦ ;::~=——- External Latissimus dorsi oblique m. mmr————Longiss imus dorsi llfi~~———–Ilio-lumbaris ~~~~~———-Coccygeo-sacralis ~~~~i—==========Coccygeo-iliacus ~ femoris anticus ~~~~wBwm~~———–Gluteus :f'(U~~~ ~::m. ::rn. ———— Vastus externus ~———Triceps n~~~~— femoris Semimembranosus Gracilis minor J:..!!. -.!. —- fi——–Tibialis anticus Tendon of Achilles MUSCULAR SYSTEM Dorsal view Suanentalis is 0tC r. :. ( ·s cutaneous~~~~tfl1 pectoralis Scapulo-humeralis or deltoid s epicoracofaaa– (Anterior pectoralis) –‘†Ã¢â‚¬â€-Pectoralis sternalis AU~——–PeCtoralis ~is (Posterior pectoralis) Linea alba—-~~~~1:~~~——~Rectus abdominis Inscriptiones tend inae tt,_,ie;r vn:;b? ~ .  ·~~i† n;(~~ ~. (. i d

Epistemology Vocabulary

Epistemology: The branch of philosophy that investigates the nature, sources, limitations, and validity of knowledge. Rationalism: The position that reason alone, without the aid of sensory info, is capable of arriving at some knowledge, at some undeniable truths. Empiricism: the position that knowledge has its origins in and derives all of its content from experience. Idealism: in metaphysics, the position that reality is ultimately non matter; in EPISTEMOLOGY, the position that all we know is our ideas.Transcendental Idealism: in epistemology, the view that the form of our knowledge of reality derives from reason but its content comes from our senses. A Priori: pertaining to knowledge that is logically prior to experience; reasoning on based such knowledge. A Posteriori: pertaining to knowledge stated in empirically verifiable statements; inductive reasoning. Perception: The act or process by which we become aware of things. Sense Data: Images or sensory impressions.Primary Qualiti es: According to Locke, qualities that inhere in an object: size, shape, weight and so on. Secondary Qualities: According to Locke, qualities that we impose on an object: colour, smell, texture and so on. Solipsism: An extreme form of subjective idealism, contending that only I exist and that everything else is a product of my subjective consciousness. Skepticism: In epistemology, the view that varies between doubting all assumptions until proved and claiming that no knowledge is possible. Analytic Judgment:Sumum Bonum: Phenomenalism: The belief, associated with Kant, that we can know only appearances (phenomena) and never what is ultimately real (noumena); that the mind has the ability to sort out sense data and provide relationships that hold among them. Induction reasoning: also know as inductionism, induction. The process of reasoning to probable explanations and judgments. Hypothesis: in general, an assumption, statement, or theory of explanation, the truth which is under inves tigation. Hypothetical Method: Paradigm:Pseudoscience: Correspondence Theory of Truth: A theory contending that truth is an agreement between a proposition and a fact. Coherence Theory of Truth: A theory contending that truth is a property of a related group of consistent statements. Pragmatism: the philosophical school of thought, associated with Dewey, James, and Pierce, that tires to mediate between idealism and materialism by rejecting all absolute first principles, tests truth through workability, and views the universe as pluralistic. Pragmatic Theory of Truth:Relativism: the view that human judgment is conditioned by factors such as acculturation and personal bias. Tabula Rasa: Egocentric Predicament: Categorical Imperative: Immanuel Kant’s ethical formula: ast as if the maxim (general rule by which you act) could be willed to become a universal law; the belief that what is right for one person is also right for everyone in similar circumstances. Kant’s Categori es Locke’s theory: Thomistic Terms Realism: the doctrine that the objects of our senses exist independently of their being experienced. Critical Realism: Transcendental Realism:

Trojan Woman Play Essay

Trojan Woman Play Essay Trojan Woman Play Essay The moment I walked into the Black Box Studio, an eerie feeling immediately overcame me. This feeling was caused by production staging, the set itself, and the music. I felt that the most interesting staging aspect was that many of the characters were already staged and on set as the audience was arriving. There were prison guards walking back and forth and a bunch of women who were dressed in tattered clothes and obviously distressed. As soon as I sat down, I found myself extremely quiet and I noticed that I could not take my eyes off these women. I was so intrigued by the way they were acting, and I wanted to know why they seemed so upset and sad. The setting and props also added to my first impression. The set was designed to look like a prison camp and it was obvious that some sort of place or city had been destroyed. There were huge platforms of concrete spread around the set and in the background there was a destroyed, modern building. The music playing as we walked in was very low key, not very loud, and provoked a creepy vibe in the audience. The set gave me a clear idea that something bad had happened. The music really made the set more lifelike. If there was no music playing as we walked in, I feel like it would have been awkward to be in the theater with the characters already staged. The music definitely completed my first impression of the play. Overall, I was given a clear idea of what might have happened and that the characters were in trouble and scared. By having the characters previously staged with music already setting the mood, the experience I had coming into the theater felt so much more real. I felt like I was being drawn into the middle of the set and I noticed that the rest of the audience seemed to be pulled into the experience. I also noticed that the seating was extremely close to the actors and actresses. I really liked this aspect because I felt like I was a part of every scene. The attire of the actors really matched their roles. The Trojan women, respectively, were dressed in ragged clothes and had visible physical wounds to symbolize their struggle with Troy. The guards were armed and dressed in all black. I felt like the costumes helped the audience distinguish class as well as where the characters were from. It made us believe that the characters really were from Troy or Greece. I think that the play was about the women of Troy’s struggle to stay faithful to their beloved city, remember their families that were lost, and keep faith and hope. There were various instances in the play where you could see that the women were becoming frustrated with the gods, whom they had done everything for, and expected help and salvation in return. For example, it is seen in the scene where the Trojan women discover the Greeks want to kill Astyanax. You

Identifying the Authors Purpose on a Standardized Test

Identifying the Author's Purpose on a Standardized Test Knowing what authors purpose questions look like is one thing. Finding it is quite another! On a standardized test, youll have answer choices to help you figure it out, but distractor questions will often confuse you. On a short answer test, youll have nothing but your own brain to figure it out, and sometimes it isnt as easy at it seems. It may be helpful to practice these types of questions while preparing for standardized tests. Look For Clue Words Figuring out why an author wrote a particular passage can be as easy (or as difficult) as looking at clues inside the passage. Ive mentioned in the What is the Authors Purpose article several different reasons an author would have to write a passage of text, and what those reasons mean. Below, youll find those reasons, with the clue words associated with them. Compare: Author wanted to show similarities between ideasClue Words: both, similarly, in the same way, like, just asContrast: Author wanted to show differences between ideasClue Words: however, but, dissimilarly, on the other handCriticize: Author wanted to give a negative opinion of an ideaClue Words: Look for words that show the authors negative opinion. Judgment words like bad, wasteful, and poor all demonstrate negative opinions. Describe/Illustrate: Author wanted to paint a picture of an ideaClue Words: Look for words that provide descriptive detail. Adjectives like red, lusty, morose, striped, sparkling, and crestfallen are all illustrative.Explain: Author wanted to break down an idea into simpler termsClue Words: Look for words that turn a complicated process into simple language. A descriptive text will use more adjectives. An explanatory text will usually be used with a complicated idea.Identify/List: Author wanted to tell the reader about an idea or series of ideasClue Word s: Text that identifies or lists, will name an idea or series of ideas without providing much description or opinion. Intensify: Author wanted to make an idea greaterClue Words: Text that intensifies will add more specific details to the idea. Look for superlative adjectives and bigger concepts. A baby sadly crying is descriptive, but a baby mournfully howling red-cheeked for 30 minutes is more intense.Suggest: Author wanted to propose an ideaClue Words: Suggest answers are usually positive opinions and try to sway the reader to believe. The author will provide a point, then use details to prove it.​ Underline the Clue Words It helps to use that pencil in your hand when youre reading if youre unsure what the authors purpose is. As you read, underline the clue words in the text to help you get a better idea. Then, either compose a sentence using the key words (compare, explain, illustrate) to show why the author wrote the piece or select the best answer from the choices given.

Industry Report Research Paper Example | Topics and Well Written Essays - 2250 words

Industry Report - Research Paper Example The researcher will focus on individual performance for each of the brands, seek to evaluate the best performing, understand their market segmentation, and marketing mix. In this section, the researcher is going to argue out each and every vehicle brand depending on the consumer appreciation feedback and statistics about their luxurious products. Following the results released by Forbes Insights, data collected from BIGinsight.com have guided the multibillion dollar firm to come up with a comprehensive listing of the leading luxury automotive brands graded using a composite score that gives ranking according to customer satisfaction and loyalty of the customers to the vehicle brand (Maynard 32). Audi, an up-and-coming alternative luxury brand, has attracted a myriad of consumers over the past few years and this explains why the average price for one of its vehicles is now at $5, 000. This has been viewed as the greatest of all times improvement after the economy went on crisis and experienced a slow recovery due to external factors such as inflation; the auto industry has been bouncing back from the depths of 2009 where its sales hit the sea floor, but the thirst for luxury remains powerful. In 2011, Audi posted their highest sales ever in a market flooded by a myriad of locomotive manufacturers (Hoffmann and Ivan 66). The German automobile manufacturer is a member of the German Big 3 luxury automakers, which are BMW and Mercedes-Benz and are the three best-selling luxury automakers in the world. Audi produces fully guaranteed galvanized cars to prevent corrosion and is recognized as the first auto-maker to introduce this module in its body shell after which Porsche followe d. Bayerische Motoren Werke AG (Bavarian Motor Works) is a German automobile that was founded in 1916 and has never disappointed since then. It is the parent company of Rolls Royce Motor Cars, has a new class model which was a line of compact sedans

Managing Business Processes& Information Essay Example | Topics and Well Written Essays - 3000 words

Managing Business Processes& Information - Essay Example In the recent phenomenon, it has been widely considered that customers are among the biggest assets of any form of business in the modern day business scenario. The performance of any business unit is therefore largely dependent on the approaches and perceptions of the customers towards the business and its products and/or services (Brandi, 2001). Subsequently, the concept of customer service comes into being. Aspects, such as gaining customer loyalty and their retention over a long time-period, comprise the approach of the companies towards managing the customers effectively. Theoretically, customer’s services are referred to the provisions or the approaches followed by contemporary business units in serving their customers with the sole intention to augment their brand value and correspondingly, increase brand loyalty for the products/services on offer under the brand. It is the process that companies follow while dealing with the customers before and after the purchase of t he product to ensure highest possible satisfaction to the buyers. This not only facilitates companies to attain maximisation of their profit level but also ensures the overall sustainable development of the company, assisting it to suffice the stakeholders’ interests to a substantial extent. As per the principle of customer services, organisations are also directed to be responsive towards the complaints of the customers and their expectations from the business and strategize their move accordingly in alignment with the market trends (Slack, & et. al., 2011; Svendsen, 1998). This will make sure that the customers are satisfied, rewarding maximum loyalty to the business units, which further determines due compliance of the statement by Dr. W Edwards Deming - â€Å"Keep the customers coming back; not the products.† In this context, the paper intends to conduct an elaborate discussion on the statement of Dr. W. Edwards Deming with focus on its central theme. Furthermore, the paper also emphasises replicating the various dimensions of the statement by illustrating the case scenario witnessed in Tesco, a global retail chain that is currently dealing with the problem of weak customer services. Accordingly, certain recommendations for improvement will also be provided to the same. Explaining the Central Focus of the Statement – â€Å"Keep the Customers Coming Back; Not the Products† by Dr. W Edwards Deming It is evident that customers are one of the most prominent stakeholders for any sort of business and they tend to have a direct and strong impact on the efficiency and effectiveness of the business through responding to the company’s operation. Thus, it is important that in order to attract the attention of the customers, companies need to come up with various diverse ideas in order to preserve the interests of the customers as intact towards the business for a longer period of time. Contextually, it can be

Lean Manufacturing Research Paper Example | Topics and Well Written Essays - 1000 words

Lean Manufacturing - Research Paper Example Generally, Lean helps in preserving values with a reduced amount of work. The Lean manufacturing company was firstly derived from Toyota Production Company (TPC), and in 1990s, it was then identified as Lean Manufacturing Company. In general, this paper will therefore analyze or explain how lean Manufacturing Company has improved the efficacy in its area of allocation. The TPS for several years have been known for its focus regarding the reduction of the original Toyota wastes so as to improve the overall values for the customers. However, the perspective on this can be achieved has become the biggest questions to think about. Toyota started as a small company but today it has steadily grown and serves more than one million people across the world as well as focusing its attention on achieving on their set goals and objectives. The Lean manufacturing variations on efficiency, opportunity cost, along with the logic of the lean production at Boeing is majorly based on the optimization flow. This has become a day-to-day activity where most people are focusing on how to increase on the efficiency while decreasing the waste, as well as using different empirical methods when deciding on the matters, instead of uncritically accepting the ideas that pre-existed many years ago. The research done recently showed that, the Lean manufacturing company is a version of the earlier efficacy efforts dealing with issues such as building and learning from their own mistakes. Literature Review There are two major models that the Lean manufacturing Company uses to achieve its competitive analysis from other companies. One of the models is by the use of Just In Time (JIT) as well as the Lean Manufacturing models. These two models have been used for several years in manufacturing companies and have been recognized as being the best models that most companies should acquire. Today in the global economy, there are various manufacturing companies for the global economy that occur in Wes tern Europe as well as North America. And in all cases, their basic concept of involving in manufacturing is mainly to improve the production efficacy by improving the production output while decreasing the required workforce. Conversely, in the service sector, their concept basic is to make sure that the efficacy and efficiency of services are improved by recruiting new workers who will be reliable in improving the value of company services. Presently, most companies are using the JIT manufacturing model to achieve their competitive advantage from other competitors. For instance, In Japan, has used the model for several years and this has made them to achieve a massive success for several decades of years. In JIT approach model, managers should commit themselves continuously to allow them pursuit an excellence in all phases such as manufacturing design as well as operation. Using JIT in manufacturing is significant in that, the companies are able to produce a certain products that have a high quality as well as quantity at an exact time when they are mostly required by the customers. JIT helps in emphasizing the processes while not at end of the products. It is evident that lean manufacturing is useful to managers when it comes to the success on service sectors. There are various transformations made by the principles of Lean manufacturing in terms of the different environments and one such environment is the public sector as well as the service industry. There are a number of organizations which have taken in the lean model such as higher education, call centers, healthcare as well as professional services. When it comes to lean’

History of Gothic Literature

History of Gothic Literature Composers representations of the Gothic genre havent significantly changed as Gothic characteristics can still be observed in modern texts and films, however, the depiction of these themes have evolved appropriately over time, just as the worldly morals, values and ethical standards have evolved. The social links to the emergence of the Gothic genre, how social and moral standards were being defined and the portrayal of themes that have altered due to changes in attitudes towards the characteristics that define Gothic literature are some aspects of the Gothic texts that can be observed.[G1][G2][G3] The emergence of the Gothic genre was a rejection of the oppressive state and artificiality of the Enlightenment (1685-1815). Edgar Allan Poes text, The Haunted Palace (1839), textually mirrors the effect that the Enlightenment had on the European and Western society. Once a fair and stately palace. But evil things, in robes of sorrows, Assailed ÂÂ   , implies, using visual imagery and personifying robes of sorrows, that the beautiful palace, once filled with joyful spirits, is now home to a hideous throng that laughs without smiling, changing the serene atmosphere into[G4] uncomfortable eeriness. The texts link to the Enlightenment as it was a[G5] core contribution to societys reformation to a constitutional and structured civilisation, governed by scientific thinking and reasoning. However, ethical standards were suffocating, resulting in the establishment of a counter-reformation, the Gothic era. The representation of the Gothic genre is observed through composers relaxed app ropriation of[G6] traditional Gothic characteristics and setting them into modern contexts. Tim Burtons Gothic film, Batman (1989), depicts the social situations of the time, specifically the fear caused by AIDS and juxtaposed hope caused by the fall of the Berlin wall. Its not who I am underneath, but what I do that defines me, textually foreshadows the actions of Batman, however, it also depicts the figurative walls built due to the stigma surrounding AIDS sufferers and the literal wall of Berlin being torn down due to gained liberation for Germany. Society in the 1980s was greatly influenced by the fear of AIDS and the suffocating stigma surrounding it, causing sufferers to be isolated from their community, much like Batman, as the disease itself didnt discriminate, only the people who discriminated against it. However, it was not until 1989, when the fall of the Berlin wall, a symbol of segregation and discrimination since 1961, was torn down. This, like the emergence of the Got hic era, signified the hope for a future where society wouldnt be controlled by misconceptions and stereotypes, consequently isolating individuals from the world around them. Due to the secularism of the Enlightenment, the Gothic movement set about to revive religious and supernatural beliefs. Although Edgar Allan Poe mightnt have been incredibly pious, shown in his texts that are often written from an aesthetic worldview, it can be identified in his works, personal values set upon just morals and righteous ethics. In Poes text, The Raven (1845), Poe enquiries after the existence of a supernatural power,[G7] is there balm in Gilead? , in which the Raven, who symbolises Poes mentality and the impending doom, replies with Nevermore. The refusal to a heavenly cure Poe was seeking, caused the mood of the text to change to that of utter despair as he abandons hope that he may see his Lenore again. During the Enlightenment, the social instability, much like Poes fall into insanity, led to political schisms, religious wars, heresy trials and witch burnings, meaning that the underlying tone of the Enlightenment was really that of chaos and lack of stability and ethics. In contrast, society has converted back to national secularism, separating religion from the state and beliefs from believers. In Burtons film, Dark Shadows (2012), the portrayal of religion is not explicitly mentioned in the film, however, the existence of the supernatural is explored.[G8] You must have faithfor if a man can become a monster, then a monster can become a man, is an allegory of presupposed evil that is not always just found in the actions of monsters, but in the hearts of man. However, if Poe has turned his back on God, and Burton has turned his back on men, what is left for the world to believe in? Secularism, thats what[G9][G10]. The portrayal of the Gothic theme of insanity has changed over time due to the change of attitude. In Poes text, The Tell-Tale Heart (1843), the narrator portrays the recurring Gothic motif of deterioration of ones sanity. such a sound as a watch makes when enveloped in cotton but the noise steadily increased, uses auditory imagery to depict the mental decline of the narrator after committing murder. The perception of insanity and madness was viewed negatively, disconnecting the mental illness from its human counterpart, dehumanising those suffering from mental illnesses and to be ostracised from society, often deemed lunatics. The representation of Gothic themes was changed to depict it into a more humorous portrayal of the dark genre. Burtons film, Batman (1989), depicts characters encased in their own insanity. I am the worlds first fully-functioning homicidal artist, juxtaposes the creativity of an artist and destruction of a murderer to create the dysfunctional[G11][G12] charact er, the Joker. Burton has used this as a means of humour but still portraying the seriousness of mental illnesses that causes an unbalanced psychological state as it reflects Jokers fears of the reality of living between a man and monster. In comparing the two texts, it is evident that the theme insanity has remained relatively constant, disregarding the humour intended in many modern Gothic texts. The Gothic genre was a literary outlet to reject the oppressive state of a society governed by the scientific reasoning and ethics of the Enlightenment.[G13] Poe and Burton both textually represented the state of their society, rejecting social standards by creating fictional worlds drawing a fine line between reality and fiction.

Pollution in History Essay -- Essays Papers

Pollution in History Since the beginning of human existence, pollution has been a problem rapidly increasing with the growth of the world’s population. Throughout history, it has been a major source of diseases and plagues such as the bubonic plague. Many steps have been taken to help solve the pollution problem, a problem that still hasn’t been completely solved. One of the earliest forms of pollution was a result of defecation. Bacteria from the human feces would pollute water supplies causing illness for prehistoric man. Other forms of pollution evolved as man evolved from hunter to farmer. Poor drainage on irrigated farmlands would raise the water level, polluting the fields with salts leaving the land unusable. Salinity is still "one of the most significant and certainly the most widespread forms of groundwater pollution". 1 With the birth of each pig, waste removal in medieval Europe increased. Pigs would eat the garbage thrown in the streets by the citizens, and what the pigs didn’t eat, the rain would wash away. Of course, this left the town smelling horrendous and the waste washed into the local water supply by the rain, contaminating the drinking water. Unfortunately, the garbage littering the ground created an ideal home for rats, which aided in their population growth. Fleas carrying bacteria spread disease to rats. Famine had struck Europe at this time setting up the perfect conditions for the spread of the bubonic plague. The unchecked plague is estimated to have killed one third of Europe’s population in two and a half years.2 The industrial revolution spawned a large increase in the population of cities. People emigrated from their country farms because of the promise of jobs in the cities. Howe... ...almost certain that the world will ever be without pollution. All that can be done is to minimize the amount of pollution in the world and try to keep it from getting out of control. However, with massive consumerism and population growth, this definitely no easy task. Notes: 1 Markham, Adam; A Brief History of Pollution. New York: St. Martins Press. 1994. 2 Markham 6. 3 Jenner, Mark; "Underground, Overground." Journal of Urban History Nov. 1997. 4 Markham, 24. 5 Markham, 21. 6 Bryson, Chris; "The Donora Fluoride Fog." Earth Island Journal Fall 1998. 7 Jenner, 2. 8 Markham, 61 Works Cited - Bryson, Chris; "The Donora Fluoride Fog." Earth Island Journal Fall 1998. - Jenner, Mark; "Underground, Overground." Journal of Urban History Nov. 1997. - Markham, Adam; A Brief History of Pollution. New York: St. Martins Press. 1994. Pollution in History Essay -- Essays Papers Pollution in History Since the beginning of human existence, pollution has been a problem rapidly increasing with the growth of the world’s population. Throughout history, it has been a major source of diseases and plagues such as the bubonic plague. Many steps have been taken to help solve the pollution problem, a problem that still hasn’t been completely solved. One of the earliest forms of pollution was a result of defecation. Bacteria from the human feces would pollute water supplies causing illness for prehistoric man. Other forms of pollution evolved as man evolved from hunter to farmer. Poor drainage on irrigated farmlands would raise the water level, polluting the fields with salts leaving the land unusable. Salinity is still "one of the most significant and certainly the most widespread forms of groundwater pollution". 1 With the birth of each pig, waste removal in medieval Europe increased. Pigs would eat the garbage thrown in the streets by the citizens, and what the pigs didn’t eat, the rain would wash away. Of course, this left the town smelling horrendous and the waste washed into the local water supply by the rain, contaminating the drinking water. Unfortunately, the garbage littering the ground created an ideal home for rats, which aided in their population growth. Fleas carrying bacteria spread disease to rats. Famine had struck Europe at this time setting up the perfect conditions for the spread of the bubonic plague. The unchecked plague is estimated to have killed one third of Europe’s population in two and a half years.2 The industrial revolution spawned a large increase in the population of cities. People emigrated from their country farms because of the promise of jobs in the cities. Howe... ...almost certain that the world will ever be without pollution. All that can be done is to minimize the amount of pollution in the world and try to keep it from getting out of control. However, with massive consumerism and population growth, this definitely no easy task. Notes: 1 Markham, Adam; A Brief History of Pollution. New York: St. Martins Press. 1994. 2 Markham 6. 3 Jenner, Mark; "Underground, Overground." Journal of Urban History Nov. 1997. 4 Markham, 24. 5 Markham, 21. 6 Bryson, Chris; "The Donora Fluoride Fog." Earth Island Journal Fall 1998. 7 Jenner, 2. 8 Markham, 61 Works Cited - Bryson, Chris; "The Donora Fluoride Fog." Earth Island Journal Fall 1998. - Jenner, Mark; "Underground, Overground." Journal of Urban History Nov. 1997. - Markham, Adam; A Brief History of Pollution. New York: St. Martins Press. 1994.

Awarness and Attitude of Primary Teachers Towards Child Rights Education Essay

The Convention on the Rights of the Child defines basic rights of children covering multiple needs and issues. India endorsed it on December 11, 1992. Following are a few rights in the immediate purview of Smile Foundation as well as India. The right to Education: 50% of Indian children aged 6-18 do not go to school Dropout rates increase alarmingly in class III to V, its 50% for boys, 58% for girls. The right to Expression: Every child has a right to express himself freely in which ever way he likes. Majority of children however are exploited by their elders and not allowed to express. The right to Information: Every child has a right to know his basic rights and his position in the society. High incidence of illiteracy and ignorance among the deprived and underprivileged children prevents them from having access to information about them and their society. The right to Nutrition: More than 50% of India’s children are malnourished. While one in every five adolescent boys is malnourished, one in every two girls in India is undernourished. The right to Health & Care: 58% of India’s children below the age of 2 years are not fully vaccinated. And 24% of these children do not receive any form of vaccination. Over 60% of children in India are anemic. 95 in every 1000 children born in India, do not see their fifth birthday. 70 in every 1000 children born in India, do not see their first birthday. The right to protection from Abuse: There are approximately 2 million child commercial sex workers between the age of 5 and 15 years and about 3. 3 million between 15 and 18 years. They form 40% of the total population of commercial sex workers in India. 500,000 children are forced into this trade every year. The right to protection from Exploitation: 17 million children in India work as per official estimates. A study found that children were sent to work by compulsion and not by choice, mostly by parents, but with recruiter playing a crucial role in influencing decision. When working outside the family, children put in an average of 21 hours of labour per week. Poor and bonded families often â€Å"sell† their children to contractors who promise lucrative jobs in the cities and the children end up being employed in brothels, hotels and domestic work. Many run away and find a life on the streets. The right to protection from Neglect: Every child has a right to lead a well protected and secure life away from neglect. However, children working under exploitative and inhuman conditions get neglected badly. The right to Development: Every child has the right to development that lets the child explore her/his full potential. Unfavourable living conditions of underprivileged children prevents them from growing in a free and uninhibited way. The right to Recreation: Every child has a right to spend some time on recreational pursuits like sports, entertainment and hobbies to explore and develop. Majority of poor children in India do not get time to spend on recreational activities. The right to Name & Nationality: Every child has a right to identify himself with a nation. A vast majority of underprivileged children in India are treated like commodities and exported to other countries as labour or prostitutes. The right to Survival: Of the 12 million girls born in India, 3 million do not see their fifteenth birthday, and a million of them are unable to survive even their first birthday. Every sixth girl child’s death is due to gender discrimination. Child Rights in India: An Introduction India is a party to the UN  declaration on the Rights of the Child 1959. Accordingly, it adopted a National Policy on Children in 1974. The policy reaffirmed the constitutional provisions for adequate services to children, both before and after birth and through the period of growth to ensure their full physical, mental and social development. Accordingly, the government is taking action to review the national and state legislation and bring it in line with the provisions of the Convention. It has also developed appropriate monitoring procedures to assess progress in implementing the Convention-involving various stake holders in the society. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. In pursuance of the commitment made at the World Summit, the Department of Women and Child Development under the Ministry of Human Resource Development has formulated a National Plan of Action for Children. Most of the recommendations of the World Summit Action Plan are reflected in India’s National Plan of Action- keeping in mind the needs, rights and aspirations of 300 million children in the country. The priority areas in the Plan are health, nutrition, education, water, sanitation and environment. The Plan gives special consideration to children in difficult circumstances and aims at providing a framework, for actualization of the objectives of the Convention in the Indian context. Status of Children in India. Recent UNICEF (2005) report on the state of the world’s children under the title â€Å"Childhood Under Threat† , speaking about India, states that millions of Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition. The report says that 147 million children live in kuchcha houses, 77 million do not use drinking water from a tap, 85 million are not being immunized, 27 million are severely underweight and 33 million have never been to school. It estimates that 72 million children in India between five and 14 years do not have access to basic education. A girl child is the worst victim as she is often neglected and is discriminated against because of the preference for a boy child. National Commission for Protection of Child Rights In order to ensure child rights practices and in response to India’s commitment to UN declaration to this effect, the government of India set up a National Commission for Protection of Child Rights. The Commission is a statutory body notified under an Act of the Parliament on December 29, 2006. Besides the chairperson, it will have six members from the fields of child health, education, childcare and development, juvenile justice, children with disabilities, elimination of child labour, child psychology or sociology and laws relating to children. The Commission has the power to inquire into complaints and take suo motu notice of matters relating to deprivation of child’s rights and non-implementation of laws providing for protection and development of children among other things. Aimed at examining and reviewing the safeguards provided by the law to protect child rights, the Commission will recommend measures for their effective implementation. It will suggest amendments, if needed, and look into complaints or take suo motu notice of cases of violation of the constitutional and legal rights of children. The Commission is to ensure proper enforcement of child rights and effective implementation of laws and programmes relating to children- enquiring into complaints and take suo motu  cognizance of matters relating to deprivation of child rights; non-implementation of laws providing for protection and development of children and non-compliance of policy decisions, guidelines or instructions aimed at their welfare and announcing relief for children and issuing remedial measures to the state governments. Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 Right to education From Wikipedia, the free encyclopedia Jump to: navigation, search. The right to education is a universal entitlement to education, a right that is recognized as a human right. According to the International Covenant on Economic, Social and Cultural Rights the right to education includes the right to free, compulsory primary education for all[1], an obligation to develop secondary education accessible to all, in particular by the progressive introduction of free secondary education[2], as well as an obligation to develop equitable access to higher education, ideally by the progressive introduction of free higher education. [3] The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses the obligation to rule out discrimination at all levels of the educational system, to set minimum standards and to improve quality of education. [4] International legal basis The right to education is law in Article 26 of the Universal Declaration of Human Rights and Articles 200 and 14 of the International Covenant on Economic, Social and Cultural Rights. [5][6][7] The right to education has been reaffirmed in the 1960 UNESCO Convention against Discrimination in Education and the 1981 Convention on the Elimination of All Forms of Discrimination Against Women. [8] In Europe, Article 2 of the first Protocol of 20 March 1952 to the European Convention on Human Rights states that the right to education is recognized as a human right and is understood to establish an entitlement to education. According to the International Covenant on Economic, Social and Cultural Rights, the right to education includes the right to free, compulsory primary education for all, an obligation to develop secondary education accessible to all in particular by the progressive introduction of free secondary education, as well as an obligation to develop equitable access to higher education in particular by the progressive introduction of free higher education. The right to education also includes a responsibility to provide basic education for individuals who have not completed primary education. In addition to these access to education provisions, the right to education encompasses also the obligation to eliminate discrimination at all levels of the educational system, to set minimum standards and to improve quality. The European Court of Human Rights in Strasbourg has applied this norm for example in the Belgian linguistic case. [9] Article 10 of the European Social Charter guarantees the right to vocational education. [10] Definition Education narrowly refers to formal institutional instructions. Generally, international instruments use the term in this sense and the right to education, as protected by international human rights instruments, refers primarily to education in a narrow sense. The 1960 UNESCO Convention against Discrimination in Education defines education in Article 1(2) as: â€Å"all types and levels of education, (including) access to education, the standard and quality of education, and the conditions under which it is given. â€Å"[11] In a wider sense education may describe â€Å"all activities by which a human group transmits to its descendants a body of knowledge and skills and a moral code which enable the group to subsist†. [11] In this sense education refers to the transmission to a subsequent generation of those skills needed to perform tasks of daily living, and further passing on the social, cultural, spiritual and philosophical values of the particular community. The wider meaning of education has been recognised in Article 1(a) of UNESCO’s 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms. [12] The article states that education implies: â€Å"the entire process of social life by means of which individuals and social groups learn to develop consciously within, and for the benefit of, the national and international communities, the whole of their personal capabilities, attitudes, aptitudes and knowledge. â€Å"[11] The European Court of Human Rights has defined education in a narrow sense as â€Å"teaching or instructions†¦ in particular to the transmission of knowledge and to intellectual development† and in a wider sense as â€Å"the whole process whereby, in any society, adults endeavour to transmit their beliefs, culture and other values to the young. â€Å"[11] Assessment of fulfilment The fulfilment of the right to education can be assessed using the 4 As framework, which asserts that for education to be a meaningful right it must be available, accessible, acceptable and adaptable. The 4 As framework was developed by the former UN Special Rapporteur on the Right to Education, Katarina Tomasevski, but is not necessarily the standard used in every international human rights instrument and hence not a generic guide to how the right to education is treated under national law. [13] The 4 As framework proposes that governments, as the prime duty-bearer, has to respect, protect and fulfil the right to education by making education available, accessible, acceptable and adaptable. The framework also places duties on other stakeholders in the education process: the child, which as the privileged subject of the right to education has the duty to comply with compulsory education requirements, the parents as the ‘first educators’, and professional educators, namely teachers. [13] The 4 As have been further elaborated as follows:[14] * Availability – funded by governments, education is universal, free and compulsory. There should be proper infrastructure and facilities in place with adequate books and materials for students. Buildings should meet both safety and sanitation standards, such as having clean drinking water. Active recruitment, proper training and appropriate retention methods should ensure that enough qualified staff is available at each school. [15] * Accessibility – all children should have equal access to school services regardless of gender, race, religion, ethnicity or socio-economic status. Efforts should be made to ensure the inclusion of marginalized groups including children of refugees, the homeless or those with disabilities. There should be no forms of segregation or denial of access to any students. This includes ensuring that proper laws are in place against any child labour or exploitation to prevent children from obtaining primary or secondary education. Schools must be within a reasonable distance for children within the community, otherwise transportation should be provided to students, particularly those that might live in rural areas, to ensure ways to school are safe and convenient. Education should be affordable to all, with textbooks, supplies and uniforms provided to students at no additional costs. [16] * Acceptability – the quality of education provided should be free of discrimination, relevant and culturally appropriate for all students. Students should not be expected to conform to any specific religious or ideological views. Methods of teaching should be objective and unbiased and material available should reflect a wide array of ideas and beliefs. Health and safety should be emphasized within schools including the elimination of any forms of corporal punishment. Professionalism of staff and teachers should be maintained. [17] * Adaptability – educational programs should be flexible and able to adjust according to societal changes and the needs of the community. Observance of religious or cultural holidays should be respected by schools in order to accommodate students, along with providing adequate care to those students with disabilities. [18] A number of international NGOs and charities work to realise the right to education using a rights-based approach to development. [citation needed] Historical development. In Europe, before the Enlightenment of the eighteenth and nineteenth century, education was the responsibility of parents and the church. With the French and American Revolution education was established also as a public function. It was thought that the state, by assuming a more active role in the sphere of education, could help to make education available and accessible to all. Education had thus far been primarily available to the upper social classes and public education was perceived as a means of realising the egalitarian ideals underlining both revolutions. [19] However, neither the American Declaration of Independence (1776) nor the French Declaration of the Rights of Man (1789) protected the right to education as the liberal concepts of human rights in the nineteenth century envisaged that parents retained the primary duty for providing education to their children. It was the states obligation to ensure that parents complied with this duty, and many states enacted legislation making school attendance compulsory. Furthermore child labour laws were enacted to limit the number of hours per day children could be employed, to ensure children would attend school. States also became involved in the legal regulation of curricula and established minimum educational standards. [20] In On Liberty John Stuart Mill wrote that an â€Å"education established and controlled by the State should only exist, if it exists at all, as one among many competing experiments, carried on for the purpose of example and stimulus to keep the others up to a certain standard of excellence. † Liberal thinkers of the nineteenth century pointed to the dangers to too much state involvement in the sphere of education, but relied on state intervention to reduce the dominance of the church, and to protect the right to education of children against their own parents. In the latter half of the nineteenth century, educational rights were included in domestic bills of rights. [21] The 1849 Paulskirchenverfassung, the constitution of the German Empire, strongly influenced subsequent European constitutions and devoted Article 152 to 158 of its bill of rights to education. The constitution recognised education as a function of the state, independent of the church. Remarkable at the time, the constitution proclaimed the right to free education for the poor, but the constitution did not explicitly require the state to set up educational institutions. Instead the constitution protected the rights of citizens to found and operate schools and to provide home education. The constitution also provided for freedom of science and teaching, and it guaranteed the right of everybody to choose a vocation and train for it. [22] The nineteenth century also saw the development of socialist theory, which held that the primary task of the state was to ensure the economic and social well-being of the community through government intervention and regulation. Socialist theory recognised that individuals had claims to basic welfare services against the state and education was viewed as one of these welfare entitlements. This was in contrast to liberal theory at the time, which regarded non-state actors as the prime providers of education. Socialist ideals were enshrined in the 1936 Soviet Constitution, which was the first constitution to recognise the right to education with a corresponding obligation of the state to provide such education. The constitution guaranteed free and compulsory education at all levels, a system of state scholarships and vocational training in state enterprises. Subsequently the right to education featured strongly in the constitutions of socialist states. [23] As a political goal, right to education was declared in F. D. Roosevelt’s 1944 speech on the Second Bill of Rights. Implementation. International law does not protect the right to pre-primary education and international documents generally omit references to education at this level. [24] The Universal Declaration of Human Rights states that everyone has the right to education, hence the right applies to all individuals, although children are understood as the main beneficiaries. [25] The rights to education are separated into three levels: * Primary (Elemental or Fundamental) Education. This shall be compulsory and free for any child regardless of their nationality, gender, place of birth, or any other discrimination. Upon ratifying the International Covenant on Economic, Social and Cultural Rights States must provide free primary education within two years. * Secondary (or Elementary, Technical and Professional in the UDHR) Education must be generally available and accessible. * Higher Education (at the University Level) should be provided according to capacity. That is, anyone who meets the necessary education standards should be able to go to university. Both secondary and higher education shall be made accessible â€Å"by every appropriate means, and in particular by the progressive introduction of free education†. [26] Compulsory education The realisation of the right to education on a national level may be achieved through compulsory education, or more specifically free compulsory primary education, as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. [27][28] Action For Children (AFC) Action for Children (AFC) conceptualised by Wild Ganzen and supported by Net4Kids and Kids Rights aims at involving privileged citizens, civil society groups and various institutions including corporates in the development process. This programme supported by the Dutch Government promoted consortium (Wild Ganzen, Net4Kids and Kids Rights) has given a boost to the initiative. The programme is being implemented in three developing economies of the world namely Brazil, South Africa and India. Smile Foundation joined hands with the Consortium in April 2008 and since then has been executing the programme in India. The objective is to stimulate more fortunate mass to be a part of the development process and ensure sustainability of grassroots initiatives across India. Through AFC, Smile Foundation encourages people to ‘stand up and act’ to bring a change in the lives of underprivileged children and youth. Action For Children is based on the concept that development is a people’s issue and not just the government’s concern. With this premise, the Foundation has been striving to build a civil society that owes responsibility for societal development and participate whole-heartedly in transforming the lives of underprivileged children. Through AFC, Smile Foundation encourages individuals, civil society groups, corporate houses, professional associations, schools, colleges, youth wings to participate in the development process. The Action for Children programme sensitizes and involves the fortunate mass through: 1. Local Actions Local Action connotes organizing an event to raise funds for a child centric project. It can be organised by individuals, groups and institutions in their region. Local action aims at sensitization and consequent involvement of the privileged mass in raising funds for children through various activities 2. KidsXL KidsXL is a school exchange programme wherein children of privileged school and underprivileged school are brought together under one platform. Several interactive sessions and special activities are organized for the children. KidsXL aims at bringing the children from both the segments closer, thereby reducing social disparities. In the process, the children also learn to be sensitive and responsible towards the society 3. Media Advocacy The aim is to involve media in creating awareness among the people and advocating the cause before a wide audience. The Foundation sensitizes people through documentaries, Public Service Advertisements, news features, advocacy campaigns, rallies etc. 4. Corporate Social Responsibility CSR aims at sensitising and involving corporates in the development process. It gives the corporates an opportunity to give back to the society. It is based on a partnership model wherein corporates partner with Smile Foundation either to support the whole or a part of capital cost or running cost of a child centric project. The inherent objective of the programme is to ensure that the development activities become locally sustainable. For further information contact at afc. north@smilefoundationindia. org    Journal 1. Discipline for Life: Getting It Right with Children. (ED458959) Share Author(s):| Swift, Madelyn| Source:| N/A| | Pub Date:| 1999-00-00| Pub Type(s):| Books; Opinion Papers| Peer Reviewed:| | | Descriptors: Anger;  Child Rearing;  Children;  Cooperation;  Discipline;  Expectation;  Parent Child Relationship;  Parents;  Parents as Teachers;  Praise;  Problem Solving;  Self Esteem;  Teachers;  Timeout Abstract: Based on the view that how parents discipline their children in the early years plays a significant role in determining their child’s future behavior and relationships, this book offers advice for helping parents teach their children to accept responsibility for their own behavior, to form healthy relationships, develop sound and helpful communication, acquire correct principles to guide their lives, use problem solving, discover resourcefulness and negotiating skills, and deal with anger. Although addressed primarily to parents, the book is also directed to teachers and early childhood educators. The book is presented in six sections: (1) â€Å"The Journey Begins,† introducing the fundamental principles of discipline; (2) â€Å"Vision,† presenting a vision of parenting, including information on the current status of America’s children and suggestions for deciding what parents want to teach their children and how they can decide what lesson needs to be learned; (3) â€Å"Gaining Cooperation without Losing Your Mind!,† identifying barriers to cooperation and suggesting ways to use respectful language and teach children respect as a second language; (4) â€Å"Don’t Start What You Can’t Finish,† presenting tips on using various discipline strategies and the consequences of those strategies, problem-solving strategies, and dealing with temper tantrums; (5) â€Å"Building Self-Esteem,† discussing the importance of self-esteem, and presenting ways to help children develop important life beliefs paralleling the components of self-esteem (existence, accomplishment, and mistakes); and (6)†The Journey Continues,† reinforcing the view of parenting as a challenging process for everyone. (Contains 37 references. ) (KB) Journal 2. Knowledge, practice and attitude toward epilepsy among primary and secondary school teachers in South Gezira locality, Gezira State, Sudan Haydar E. Babikar and Islam M. Abbas1 Author information > Copyright and License information > Go to: Abstract Objective: The attitudes toward school pupils with epilepsy are influenced by the degree of school teachers’ knowledge of the disorder. Teachers usually do not receive any formal instructions on epilepsy during their training. This study aims to assess school teachers’ knowledge, attitude and practice when dealing with epilepsy in school children. Materials and Methods: This study was part of a series mandated by the Gezira Epilepsy Care Programme (GECP), to obtain baseline data for a community-adapted epilepsy education program. A pretested, semi-structured, 35-items questionnaire was the investigational tool. It was used to evaluate the knowledge of the basic facts about epilepsy among school teachers in this cross-sectional study. The questionnaire allowed teachers to express their opinions by means of free answers. The schools were chosen at random but not in a systematic equiprobability design. Two hundred teachers from public primary (100) and secondary (100) schools in the rural area of south Gezira Locality, Gezira State, Central Sudan, were recruited. Results: In this study, the majority of respondents had never been informed about epilepsy and therefore gave evasive answers to many questions. Few of the respondents considered epilepsy as contagious. None of participants objected to having epileptic children in their classes. Only 47 teachers (47%) in the primary schools had any knowledge of the initial procedures to help a child in seizure, presenting reasonable answers, compared to 64 (64%) teachers in the secondary schools. Recommendations: All school teachers should be given some kind of training in health services. The GECP should involve teachers in its current training programs for caregivers and lay association to help epileptic patients. INTRODUCTION Epilepsy, one of the most common neurological disorders worldwide, with a prevalence rate of 2. 8-19. 5 per 1,000 of the general population, is more prevalent in early years of life. [1,2] It accounts for 1% of the global burden of disease and about 80% of this burden is in the developing world such as Sudan, where in some areas 80-90% of affected people receive no treatment at all. Epilepsy is currently recognized by many countries and concerned associations as a public health problem. Persons with epilepsy are at the risk of developing a variety of psychological problems including depression, anxiety and psychosis. [3,4] Sociocultural attitudes continue to have a negative impact on the management of epilepsy in many African countries. [5] The disorder is associated with superstition, discrimination and stigma in many of the countries. [6] Still deeply rooted in these communities the idea that the cause of these frightening attacks is possession by evil spirits. Widespread ignorance, fear and misunderstanding has contributed negatively to the management of epilepsy. Thus, many children who have seizures of any kind are first seen and treated by religious or traditional healers. [7,8] Epileptic children suffer untold social deprivations and discrimination in education, which may be more devastating than the disease itself. [9] Children with epilepsy have the same range of intelligence and abilities as the rest of the population. [10] Most children with epilepsy can and should attend normal schools, their activities there limited only by certain factors. However, the attitudes toward school pupils with epilepsy are influenced by the degree of school teachers’ knowledge of the disorder. [2] Teachers usually do not have any formal instructions on epilepsy during their training, so they should be correctly informed about the disorder and encouraged to have a positive and optimistic attitude toward the condition. Other children may be quite helpful if they are aware that the seizure is benign. They should be motivated to offer help and pass on information on epileptic care to their family and friends. [11] To date, there is little research on public attitudes toward epileptics in the Sudan. In order to ensure the proper management of epilepsy, it is important to have a clear understanding of community attitudes toward the disease. The aim of this study is to ascertain the perceptions, attitudes and beliefs of school teachers both at primary and secondary levels, in central Sudan regarding the causes, manifestations and treatment options of epilepsy in school children. MATERIALS AND METHODS A pretested, semi-structured, 35-items questionnaire was the investigational tool. It involved questions mainly of the yes/no/do not know variety; however, it also allowed teachers to express their opinions by means of free answers. It was used to evaluate the knowledge of the basic facts about epilepsy among school teachers in this cross-sectional study. Two hundred teachers from 11 public primary (n=100) and 11 secondary (n=100) schools, in the rural area of south Gezira Locality, Gezira State, in central Sudan, were invited to participate in the study by answering the questionnaire. The 22 schools were chosen at random, but not in a systematic equiprobability design. The following criteria: Stay beside the seizing child to protect and turn the head to one side to permit the saliva flow; keep breathing normal, were considered correct first-aid procedures for attending the seizing child. Removal of the child’s shirt and nearby objects or taking him to hospital, were considered less important. Pulling the tongue out or putting a spoon into the mouth were considered harmful and useless procedures. To verify the statistical significance of the two groups of staff or between genders, Pearson ? 2 test was used. RESULTS This study was part of a series mandated by the Gezira Epilepsy Care Programme (GECP), to obtain baseline data for a community-adapted epilepsy education program. It was designed to assess primary and secondary public school teachers, knowledge, practice on epilepsy and their attitudes toward epileptic pupils in the school. Two hundred school teachers who were recruited, responded to the questionnaire. The data relating to teachers’ characteristics are presented in Table 1. Their mean age was 38. 5.